Reading Between the Lines: Perspectives on Foreign Language LiteracyPeter C. Patrikis Yale University Press, 01.10.2008 - 192 Seiten This book presents a collection of new and stimulating approaches to reading in a foreign language. The contributors to the volume all place reading at the heart of learning a foreign language and entering a foreign culture, and they consider issues and methods of language education from such diverse perspectives as cognitive theory, applied linguistics, technology as hermeneutic, history, literary theory, and cross-cultural analysis. The contributors—teachers of French, German, Greek, Japanese, and Spanish—call for language teachers and theorists to refocus on the importance of reading skills. Emphasizing the process of reading as analyzing and understanding another culture, they document various practical methods, including the use of computer technology for enhancing language learning and fostering cross-cultural understanding. |
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Ergebnisse 1-5 von 30
Seite 24
... human imagination , furnishing them with the ability to invent new concepts and to assemble new and dynamic mental patterns . As a result , human beings developed art , science , religion , culture , refined tool use , and language ...
... human imagination , furnishing them with the ability to invent new concepts and to assemble new and dynamic mental patterns . As a result , human beings developed art , science , religion , culture , refined tool use , and language ...
Seite 25
... human existence . This is our condition now . Some of us write English and use dollars , others write Spanish and use pesos . Some of us read , and some of us do not . Some of us know very precisely how to behave during Easter in Moscow ...
... human existence . This is our condition now . Some of us write English and use dollars , others write Spanish and use pesos . Some of us read , and some of us do not . Some of us know very precisely how to behave during Easter in Moscow ...
Seite 26
... human children playing hide and seek . As always in conceptual integration , we construct at least a partial mapping between these inputs . In this case , the individual snails correspond to the individual human children . These two ...
... human children playing hide and seek . As always in conceptual integration , we construct at least a partial mapping between these inputs . In this case , the individual snails correspond to the individual human children . These two ...
Seite 27
... human activity , and the blend has the blended object engaged in something close to the human activity , but the blended activity is modified in some crucial and often humorous way because the object is unlike the human being in some ...
... human activity , and the blend has the blended object engaged in something close to the human activity , but the blended activity is modified in some crucial and often humorous way because the object is unlike the human being in some ...
Seite 28
... human beings do not have to learn is the ability for conceptual integration itself. That ability is part of human nature. Consider, as an illustration, the English resultative construction. I will consider here how knowing this ...
... human beings do not have to learn is the ability for conceptual integration itself. That ability is part of human nature. Consider, as an illustration, the English resultative construction. I will consider here how knowing this ...
Inhalt
1 | |
9 | |
24 | |
3 Literacy as a New Organizing Principle for Foreign Language Education | 40 |
The Poetic Function in the Era of Communicative Language Teaching | 60 |
5 Reading Between the Cultural Lines | 74 |
6 Reading and Technology in Less Commonly Taught Languages and Cultures | 99 |
Literacy in the Space of Virtual Encounters | 118 |
Translation Simultaneity and Duplicity in the Foreign Literature Classroom | 144 |
9 Ethics Politics and Advocacy in the Foreign Language Classroom | 159 |
List of Contributors | 169 |
Index | 173 |
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Reading Between the Lines: Perspectives on Foreign Language Literacy Peter Charles Patrikis Keine Leseprobe verfügbar - 2003 |
Häufige Begriffe und Wortgruppen
American analysis ancient approach autres BARBARAM sagt blend inherits blending templates CLIFFK sagt cognitive collaborative communication communicative language teaching conceptual blending conceptual integration construction context course curriculum Czech develop discourse discussion ditransitive double-scope edited emphasize English example experience focus forms Franz Kafka French student German goal grammar guage Havel's Heinle human individual input interaction interpretation Irmgard Keun Kafka Kern Kramsch l'individualisme language classroom language learning language study language teaching learners linguistic literacy literacy-based literature Mark Webber meaning metaphor Michael Joyce Mori's native speakers notion oral pedagogical person perspective phatic play poetic function political PORTIAS says Radiohead reader reading and writing reading culture reference reflect responses role Roman Jakobson Rosa Luxemburg Second Language Acquisition sense skills social sociocultural Spanish speeches Stefan structure talking teachers textual Thomas Mann tion translation understanding Upper Paleolithic verb vocabulary words Yoshiro Mori Zimmer